Science –
Phase 1
ThreeDimensional
Learning
• I can articulate the most significant shifts in the
NGSS from the previous Illinois Learning
Standards in Science.
• I can describe three-dimensional learning.
• I can explain how different an NGSS classroom
should look compared to a traditional science
classroom.
Three-Dimensional Learning
• How is “THREE-DIMENSIONAL LEARNING”
both the biggest and the most essential shift
in the NGSS?
• What does “THREE-DIMENSIONAL
LEARNING” look like in lessons and/or units
in science classrooms?
What is Three-Dimensional Learning?
Three-dimensional learning
shifts the focus of the science
classroom to environments
where students use practices,
disciplinary core ideas, and
crosscutting concepts to make
Crosscutting Concepts sense of phenomena and/or
to design solutions to
problems.
What Does Three-Dimensional Learning Look Like?
Core Ideas
Practices
Crosscutting Concepts
Engaging in Three-Dimensional Learning
Another Analogy
Three-Dimensional Learning is like making a really great meal.
The cooking techniques are
the practices.
The main ingredients are the core
ideas.
The herbs and spices are the
crosscutting concepts.
Create Your Own Analogy
Three-Dimensional Learning is like ____________:
Where _______________ are the Practices;
_______________ are the Core Ideas; and
_______________ are the Crosscutting Concepts.
MS. Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted
through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves.
Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary:
Assessment is limited to qualitative applications pertaining to light and mechanical waves.]
Scientific & Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Developing and Using Models
Modeling in 6–8 builds on K–5
and progresses to developing,
using, and revising models to
describe, test, and predict
more abstract phenomena and
design systems.
• Develop and use a model to
describe phenomena
PS4.B: Electromagnetic Radiation
• When light shines on an
object, it is reflected,
absorbed, or transmitted
through the object, depending
on the object’s material and
the frequency (color) of the
light.
Structure and Function
• Structures can be designed
to serve particular functions
by taking into account
properties of different
materials, and how
materials can be shaped
and used.
Engaging in Three-Dimensional Learning
Crosscutting Concepts
Session 4 Reflection
• How is “THREE-DIMENTIONAL LEARNING”
both the biggest and the most essential shift
in the NGSS?
• What does “THREE-DIMENTIONAL
LEARNING” look like in lessons and/or units
in science classrooms?
Revisiting Our
Driving Question
Board
Pre & Post
Survey
Please take a moment to
complete the
Post portion of the
Pre and Post Survey
for NGSS Science Overview
Training.
Use the 1 to 4 rating scale
described on the survey.
Answer the reflection
questions on the bottom
of the page as well